Your browser doesn't support javascript.
Show: 20 | 50 | 100
Results 1 - 20 de 315
Filter
Add filters

Document Type
Year range
1.
Early Child Res Q ; 2022 Jul 29.
Article in English | MEDLINE | ID: covidwho-1966523

ABSTRACT

This study aims to explore the implementation and challenges of China's national online education strategy - "Suspending Classes Without Stopping Learning" (SCWSL) - during the COVID-19 pandemic from the perspective of children and their parents. Altogether 28,334 children (aged 6-8 years) and their parents were randomly sampled from nine cities in five provinces of China, and a mixed-method design involving a questionnaire and interviews was used. The results indicated that: (1) most children had participated in online education characterized by wide-ranging content, teacher-led interaction, and rich learning platforms; (2) online education had a negative impact on children's physical and mental health; (3) parent pressure was at a medium to high level due to online education; and (4) parents perceived that online education was less effective than offline education, and this perception varied significantly between geographical regions, living areas, and school types. These findings reveal that the sudden implementation of nationwide online education created many challenges, and also provided practical implications for countries carrying out online education in the post-pandemic era.

2.
Educ Inf Technol (Dordr) ; : 1-12, 2022 Aug 02.
Article in English | MEDLINE | ID: covidwho-1966154

ABSTRACT

This paper aims to explore how the Hellenic Open University managed to adapt to the new normal of the pandemic and particularly what methods it deployed in its postgraduate Healthcare Management program. The first part introduces the key features of the Hellenic Open University and analyzes the strategic policy deployed by the University during the pandemic through the pillars of academic integrity, openness and excellence. The second part presents the research method and findings regarding both instructors and students of the Healthcare Management postgraduate program. The third part concludes that the policy introduced by University had a positive effect overall both to academic staff and healthcare practitioners. The importance and innovation of this study lies in the fact that it emphasizes on adult students who are in their crashing majority healthcare practitioners and thus have already a saying regarding the pandemic's management. The scope of the research was to demonstrate that this student audience had a significant input in the teaching procedure, since they were at the forefront of the pandemic crisis. In this regard, the instructor-student relationship was more than ever reciprocal based on the knowledge of the first and the experience of the latter.

3.
REVISTA UNIVERSIDAD Y SOCIEDAD ; 14(3):417-427, 2022.
Article in Spanish | Web of Science | ID: covidwho-1965352

ABSTRACT

The main objective of the study was to determine the influence of remote teaching on the achievement of competencies in students of the Postharvest Management course of the Food Industry and Nutrition program of the Faculty of Agriculture and Livestock and Nutrition. The method used was experimental, applied research type, pre-experimental design, with a single group and the Ishikawa Diagram to group the main factors that influence remote teaching. The sample consisted of 25 students;the data collection instruments were the entry and exit tests. For the statistical treatment, the Student's t-test for related samples was used. The hypothesis test resulted that remote teaching through videoconferences and the virtual classroom (videos, forums, class assignments) influence the achievement of competencies in Food Industry and Nutrition students, with a Student's T value of 17, 170 and pv 0.000 < 0.05. It is concluded that remote teaching positively influences the achievement of competencies in undergraduate students.

4.
HUMANIDADES & INOVACAO ; 9(5):309-317, 2022.
Article in Portuguese | Web of Science | ID: covidwho-1965326

ABSTRACT

This article consists of the experience report of a kindergarten teacher working in a municipal public school located in the interior of the state of Sao Paulo. This study aimed to present the strategies used to maintain the bond with the children and the ways to elaborate the activities in this period of non-presential classes, due to the Covid-19 pandemic. For this, a descriptive study of an experience lived in a class of children between four and five years of age was carried out. It was noted that teachers had to reinvent themselves, overcome technological difficulties, research other types of activities, exchange information and share tasks with peers in order to make remote teaching more attractive and accessible to young children.

5.
HUMANIDADES & INOVACAO ; 9(5):231-245, 2022.
Article in Portuguese | Web of Science | ID: covidwho-1965311

ABSTRACT

The objective of this study is to analyze how basic education teachers in the city of Fortaleza/CE develop their teaching work in times of social distancing, due to Covid-19. Therefore, we opted for a qualitative approach, of an exploratory nature, of case study type, bibliographic and documentary, to analyze the work and teaching knowledge, the conceptions about Covid-19 and the SME/Fortaleza guidelines for remote work due to the consequences of the pandemic. As a strategy to approach the subjects, six teachers from different segments working in public schools in Fortaleza/CE were asked to describe, through the writing of a "Pedagogical Letter', how their work is being developed during this period. The results showed that, even under multiple pressure and challenges, teachers have always been imbued with genuine effort and a sense of superior ethical purpose to deal with the confrontations of remote teaching. In addition, we noticed the discomfort of not being able to equip and empower their students as they deserve, however, amid all the emotional and even physical exhaustion, these teachers do not tire of betting on the development of their students, never leaving aside the reception and affection in their pedagogical actions.

6.
New Educational Review ; 67:132-143, 2022.
Article in English | Scopus | ID: covidwho-1964803

ABSTRACT

Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guid-ance. Primary school students rely on cognitive and socio-emotional support from the FL teacher. © 2022, Adam Marszalek Publishing House. All rights reserved.

7.
3rd International Computer Programming Education Conference, ICPEC 2022 ; 102, 2022.
Article in English | Scopus | ID: covidwho-1964280

ABSTRACT

In late 2019, a new class of coronavirus appeared in China that triggered a worldwide pandemic declared by the World Health Organization. Several businesses were affected and people had to adapt their social life to a virtual mode. Higher education institutions suffered from this sudden change, and had to adapt without any preparation or planning. After almost two years of carrying out activities in an online format, face-to-face activities in higher education have returned. This case study aims to analyze the performance of students in a new curricular unit of the Engineering and Management of Information Systems course at the School of Engineering of the University of Minho in Portugal. The study is applied to 142 students who entered the 1st year of the 2019/2020 school year and returned to face-to-face activities in the 3rd year of the 2021/2022 school year. Two questionnaires were applied, one at the beginning of the semester with 71 answers and another at the end of the semester with 39 answers. The main objective was to understand the students' feedback regarding the functioning of the classes, in which a great difficulty in teamwork was highlighted. © Hak, Francini;Oliveira e S, Jorge;Portela, Filipe;licensed under Creative Commons License CC-BY 4.0

8.
27th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2022 ; 1:386-392, 2022.
Article in English | Scopus | ID: covidwho-1962410

ABSTRACT

Due to the pandemic of COVID-19, many university courses had to abruptly transform to enable remote teaching. Adjusting courses on embedded systems and micro-controllers was extra challenging since interaction with real hardware is their integral part. We start by comparing our experience with four basic alternatives of teaching embedded systems: 1) interacting with hardware at school, 2) having remote access to hardware, 3) lending hardware to students for at-home work and 4) virtualizing hardware. Afterward, we evaluate in detail our experience of the fast transition from traditional, offline at-school hardware programming course to using remote access to real hardware present in the lab. The somewhat unusual remote hardware access approach turned out to be a fully viable alternative for teaching embedded systems, enabling a relatively low-effort transition. Our setup is based on existing solutions and stable open technologies without the need for custom-developed applications that require high maintenance. We evaluate the experience of both the students and teachers and condense takeaways for future courses. The specific environment setup is available online as an inspiration for others. © 2022 ACM.

9.
Computers in the Schools ; 2022.
Article in English | Scopus | ID: covidwho-1960682

ABSTRACT

During the Spring 2020 semester, K-12 teachers throughout many parts of the world adapted from face-to-face to online teaching. To better understand these experiences, seven advanced placement (AP) Statistics high school teachers were interviewed following a semi-structured protocol. A collaborative and consensus-driven analysis of transcripts revealed 12 distinct themes. The three most extensively discussed themes appeared to be assessment (19.11%), communication methods (12.23%), and use of online instructional approaches (11.90%). Teachers from schools that did not provide devices to students (i.e., not “one-to-one”) tended to report concerns around digital access more frequently (6.87%) and tended to express a more negative sentiment (Sentiment Mean = –.09) than teachers at schools that provided devices (5.69%;Sentiment Mean = 1.35, p <.01). These findings highlight issues facing teachers during the transition to remote and online instruction and suggest a need for supporting teachers in developing familiarity with online and remote assessment resources and strategies. © 2022 Taylor & Francis Group, LLC.

10.
Problems of Education in the 21st Century ; 80(3):438-455, 2022.
Article in English | ProQuest Central | ID: covidwho-1958279

ABSTRACT

Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education.

11.
Res Pract Technol Enhanc Learn ; 17(1): 28, 2022.
Article in English | MEDLINE | ID: covidwho-1957072

ABSTRACT

With COVID-19 pandemic forcing academic institutions to shift to emergency remote teaching (ERT), teachers worldwide are attempting several strategies to engage their learners. Even though existing research in online learning suggests that effectiveness of the online session is more dependent on pedagogical design rather than technology feature, teachers may still focus on the intricacies of the technology. In this paper, we present the evolution of an active learning pedagogy, supported by technology (eBook reader-BookRoll, Analytics Dashboard-LAViEW), for an undergraduate physics classroom across a semester that was affected by the lockdown due to pandemic. The technology-enhanced pedagogy evolved in three phases-technology used in "Content Focus" mode, technology used in "Problem Focus" mode and technology used in "Learning Dialogue Focus" mode. The entire activities were designed and implemented within the technology-enhanced and evidence-based education and learning (TEEL) ecosystem, which supported integration of learning technologies with analytics system. Comparison of the student's learning logs indicated that there was a sustained engagement in the learning activities conducted during the blended (before lockdown) and online mode (during lockdown). We had conducted one-way ANOVA to compare the post-test scores for each teaching phase and found statistically significant differences in the latter phases. A preliminary qualitative analysis of the learner artifacts generated as memos in BookRoll during each phase revealed that students were posing conceptual clarifications during the latter phases. These were also having greater alignment with the session agenda and showed construction of new knowledge based on the seed knowledge provided during the instructor-learner interaction sessions. The study provides key insights into how reflection and practice by both learner and teacher improves the acceptance of technology-enabled pedagogy.

12.
45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 ; : 749-753, 2022.
Article in English | Scopus | ID: covidwho-1955345

ABSTRACT

In early 2020, the world faced a pandemic of the COVID-19 disease that suddenly changed the way we learn, live and work. It was necessary to ensure the continuity of teaching and learning literally overnight. The university management, teachers and academic staff, students and all administrative services had to adapt to the new situation.Although the impact of the pandemic on higher education institutions was stressful and in most cases there was no contingency plan, higher education systems ensured continuity of the educational process. The system required the reorganization of teaching and learning, significant teacher involvement and additional time, advanced organization and continuous training of teachers.The lessons learned so far should serve as a guide for the future development of education as a whole and through the analysis and application of good solutions to put in the forefront a recovery program and increase investment in education. At the same time, digital transformation is becoming one of the strategic goals of the development strategy of most universities. Paper will present what necessary steps should be taken to achieve digital transformation in education, why continuous teacher training is important and what are the trends and further steps of development. © 2022 Croatian Society MIPRO.

13.
45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 ; : 672-676, 2022.
Article in English | Scopus | ID: covidwho-1955340

ABSTRACT

In the recent years COVID 19 restrictions all around the World forced the education to adopt the new reality. In the short time, we managed to advance from illiterate remote lecturers to the proficient remote lecturers. Never the less we could still see more and less proficient lecturers. In general, those less ICT proficient and/or ICT inclined lecturers favors the traditional classroom lectures. The quality of the classroom lectures is higher because of better interactions. Equal interactions could also be achieved online though.The online questionnaire overloaded most of us therefore;we decide to use focus group approach and quality analysis. Only colleagues who are highly proficient in the remote teaching were in the focus group that aim to search for the reason why the hybrid lectures were less successful than online or classroom lectures. Findings have shown that the limited success is mostly due to the unsuitable equipped workplaces in the classrooms. Other findings are more severe and are due to the different focus of the students in classroom or at home. To solve these obstacles, we need to change the strategy, it is more costly but it is feasible. © 2022 Croatian Society MIPRO.

14.
Int J Educ Res Open ; 3: 100167, 2022.
Article in English | MEDLINE | ID: covidwho-1945171

ABSTRACT

Due to the COVID-19 pandemic, schools in many countries were forced to stop face-to-face teaching and switch to emergency remote teaching (ERT). The aim of this study, based on semi-structured interviews with upper secondary-school pupils in Stockholm, was to explore how Swedish pupils perceive their ERT and to understand their preconditions for learning. We found variations among pupils with regard to how they perceived their new morning routine, the increased flexibility in structuring their day, the flexibility to choose their workplace at home, and the decreased control by their teachers. While some perceived the increased flexibility as challenging, others appraised it as a possibility to be more independent. With regard to their classmates, all participants perceived difficulties learning from each other in ERT. Identified difficulties involved comparing one's performance to that of classmates, having deep discussions, encouraging each other, and organizing themselves in a group. The results are discussed in relation to previous studies, and are interpreted through the lenses of the Designs for Learning Theory.

15.
Educating the Young Child ; 18:421-440, 2022.
Article in English | Scopus | ID: covidwho-1941414

ABSTRACT

The COVID-19 pandemic resulted in temporary school closures across the world, increasing pressure on educators to rapidly cultivate new skills. This novel research examines the implementation and impact of remote teaching and learning in early primary contexts in Canada from the perspectives of key stakeholders. There is a particular need to investigate the impacts of the pandemic in early primary contexts, as teaching in the early years is primarily play- and inquiry-based and comes with its own unique challenges. Data collection took place in April–June 2020 and included 45-min semi-structured interviews with educators (n = 25) and parents (n = 11). Data analysis included an emergent thematic approach and resulted in five themes: parent involvement, role of educators and administration, curriculum and pedagogy, focus on formative assessment, and recommendations for improvement. Findings of this research can be used by policy makers and Ministries of Education as they work to address the global education crisis and mitigate educational challenges for those who matter most: the students, parents, and educators. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

16.
Turkish Online Journal of Distance Education ; 23(3):18-30, 2022.
Article in English | Scopus | ID: covidwho-1940068

ABSTRACT

During emergency remote teaching (ERT) process, factors affecting the achievement of students have changed. The purposes of this study are to determine the variables that affect the classification of students according to their course achievements in ERT during the pandemic process and to examine the classification performance of machine learning techniques. For these purposes, the logs from the learning management system were used. In the study, analyzes were carried out with various machine learning techniques and their performances were compared. As a result of the study, it was observed that Fisher’s Linear Discriminant Analysis was the best technique in classification according to F measure performance criteria. As another result, the most effective variable, in classifying students, is the average number of days logged into the system per month and week. It has been observed that total activity duration (min), total number of weeks and total number of page views during the semester are less influential factors. Accordingly, it could be suggested to check the monthly and weekly follow-up of the lectures instead of the total follow-ups per semester. In addition, students’ interaction patterns can be monitored with course tracking systems. © 2022. Turkish Online Journal of Distance Education. All Rights Reserved.

17.
Turkish Online Journal of Distance Education ; 23(3):230-245, 2022.
Article in English | Scopus | ID: covidwho-1939837

ABSTRACT

In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers’ narratives from initial virtual classrooms imparting ERT. Employing narrative inquiry, four teachers from four different public and private universities in Bangladesh share their experiences of doing, undergoing and reflecting as they try to adopt, adapt and strive in imparting ERT and carrying out education in HE. Insights from these initial teacher narratives may inform higher education pedagogies, teacher development in distance education environments in Bangladesh and similar contexts in the Global South. As the paper addresses HE teachers’ initial orientation to ERT without exclusively dealing with TESOL education, it has multidisciplinary approach to migration to and coping with ERT in HE in general. © 2022. Turkish Online Journal of Distance Education. All Rights Reserved.

18.
SODOBNA PEDAGOGIKA-JOURNAL OF CONTEMPORARY EDUCATIONAL STUDIES ; 73(2):114-136, 2022.
Article in Slovenian | Web of Science | ID: covidwho-1935289

ABSTRACT

The measures taken to contain the Covid 19 pandemic have affected the way it is studied in many countries around the world. Faculties did not have time to devise a strategy for delivering their courses because of the sudden changeover, and faculty had to find their own ways of delivering courses, many of them proving to be inadequately trained because they did not know how to use the online tools for the changeover. The latter was certainly felt by the students as well, so in this paper we focus on how the students of the Faculty of Arts at the University of Ljubljana experienced the changes in the way of studying. The results of the survey show that students' assessment of the appropriateness of different teaching methods differed depending on various factors, including the conditions students had at home to study. The conditions at home influenced students' attitudes towards distance learning, their assessment of their competence for distance learning, as well as their motivation to study and their feeling of being overwhelmed. Thus, more study difficulties, negative attitudes and motivation problems were observed among students who were not provided with adequate study conditions. Nevertheless, the results of the study show that distance learning has a potential that can only be used if all those involved in the process are provided with the right conditions. We conclude this paper with four recommendations that should be considered when introducing this type of study.

19.
ESPACIOS EN BLANCO-SERIE INDAGACIONES ; 32(2):124-135, 2022.
Article in Spanish | Web of Science | ID: covidwho-1939751

ABSTRACT

The COVID-19 pandemic has altered university teaching. This paper describes the methodological design and results of an investigation that aimed to analyze the level of technological-pedagogical knowledge and the use of digital technologies by teachers of a Mexican public university who had to face the challenge of teaching remotely during the pandemic. To collect the data, an electronic questionnaire was applied to 384 teachers and frequencies, contrasts and correlations of variables were analyzed. It was found that teachers present a medium level of technological knowledge, being digital technologies for teaching and evaluating the least used. A significant and moderate correlation between the use of technologies and technological-pedagogical knowledge was also detected, highlighting age as a moderating variable of technological knowledge.

20.
INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT ; 5(1), 2022.
Article in English | Web of Science | ID: covidwho-1939126

ABSTRACT

The Covid-19 juxtaposes with a global shortage of trained and qualified teachers to achieve universal primary education. Especially in a resource-restricted context, the crisis is severe. It is assumed that teachers will require new skills to compensate for the halt in education during the pandemic in Low and Middle-Income Countries like Bangladesh. Hence, this qualitative study investigated teachers' professional development (TPD) needs in Bangladesh during Covid-19. Qualitative data were gathered using semi-structured interview schedules from seventeen different stakeholders of primary education in Bangladesh. The findings revealed that teachers blend online and offline teaching methods to continue the education for all children, including those who have little or no access to online platforms. The study suggested that teachers need to develop new skills such as operating modern technologies, pedagogy for engaging students in remote teaching-learning, reflexive practice, collaboration and organisational skills. The study concludes that primary teachers' need to develop 21st-century skills in Bangladesh in the post-pandemic era when blended learning will be imperative.

SELECTION OF CITATIONS
SEARCH DETAIL